Mathematics Education in the Early Years

Introduction.- Chapter 1: Early Years Mathematics: Semiotic and Cultural Mediation.- Chapter 2: Play and the production of subjectivities in kindergarten.- Chapter 3: Young children's early mathematical competencies: The role of spontaneous focusing tendencies.- Chapter 4: "Pedagogical" mathematics during play at home: An exploratory study.- Chapter 5: Measuring rice as a bridge across discrete and continuous.- Chapter 6: Ways of using fingers in preschoolers' numerical reasoning.- Chapter 7: A case study analysing subset- knowers' cross-domain mapping of numerosity in path navigation from a perspective of conceptual metaphor theory.- Chapter 8: Organisation of Children's turn-taking in small group interactions in kindergarten.- Chapter 9: Situational Perception in Mathematics (SPiM) - Results of a cross-country study in Austria and Norway.- Chapter 10: Problem-solving and argumentation in kindergarten through strategy games.- Chapter 11: Pictures, gestures and discourses: a case study with Kindergarten students discovering Lego bricks.- Chapter 12: How early childhood education students reflect on supporting children in spontanous mathematical.- Chapter 13: Kindergarten teacher´s stories about problem Posing and the Problem solving of young. Chapter 14: "You're already bigger than the giraffe!" - The use of adjectives in Measurement.- Chapter 15: Mathematics activities: sense making by Norwegian parents.- Chapter 16: Mathematical problem solving visualized in outdoor activities.- Chapter 17: Is patterning a mathematical activity? - An analysis of young children's strategies in working with repeating patterns.- Chapter 18: Children's conception of geometric shapes.- Chapter 19: Thinking in movements at kindergarten.- Chapter 20: Framing mathematics teaching with narratives - The ambiguity of goldilocks.- Chapter 21: Kindergarten teacher's knowledge to support pupils' mathematical discussion on measurement strategies and procedures.- Chapter 22: Counting and quantity related tasks and principles from a cultural semiotic perspective.- Chapter 23: Supporting the development of mental calculation strategies.- Chapter 24: The semiotic resources children use in their explanations of hypothetical situations.- Chapter 25: Perceiving and using structures when determining the cardinality of sets - a case study.- Chapter 26: Teaching Mathematics in Kindergarten and School.- Chapter 27: Copying repeating patterns: teachers' implementations and children's strategies.- Chapter 28: Mathematical activity in early childhood and the role of generalization.